Study more, better grades

Based on:

“Education is wasted on the lazy and stupid, and they’re the same people. That’s Dunning-Kruger. They’re blind to what they’re missing because they’re missing it!
“If someone works harder than you, they deserve to beat you! Add up hours studied and you’ll find female (and male) conscientiousness isn’t bias, they activate with their IQ the traits which help them. The guy or girl “winging it” the night before deserves to fail*. Low IQ don’t have the IQ to know what they’re NOT doing! That isn’t everyone else’s fault! If there are systemic forces against men in some fields, the same must be true of women in other fields because that is how systems work, ya dummies!”
“..It just so happens by nature that there are more lazy men! So yeah, they fail! Confound!

You’re supposed to control for prevalence without ignoring the population. It’s like the IQ studies conducted by men that exclude stupid, lower class men to push the middle-class male genius narrative because the former dwarfs the latter mathematically if they don’t rig it.

(They also don’t control for education and class because they’re faking, like saying ugly people are intelligent in spite of correlations).

Another example of ignoring half: promiscuity/divorce risk studies that never look at men. That is scientism, like ignoring cooling data. They have looked but refuse to publish because it hurt their feelings. I’d like to see an atheist/divorce risk study.

You cannot ignore the left half of the bell curve, men overpopulate it!

Muh Bell Curve (ignores 50%).

They’ve simply never survived in these numbers before because responsibility is the new leprosy in a decadent West. It makes a lot of sense actually. No prior society (that didn’t collapse) ever had to tolerate this much stupid and it shows.”

I decided to drag up a study or two for the idiots who’d dispute it.

First, look at the materials put out to businesses.

https://www.ets.org/s/workforce_readiness/pdf/21334_big_5.pdf

“Of the five main personality factors, Conscientiousness has been shown to be the most consistent, significant predictor of workplace performance.10, 11, 12, 13, 14 For example, meta-analyses on the prediction of job performance from personality dimensions have demonstrated that broad measures of Conscientiousness predict overall job performance,15, 16 even controlling for cognitive ability.17, 18 

AKA you can’t cry sexism, conscientious men (like Christians) do fine. Actually, that might be why. There are plenty of conscientious men so it isn’t an exclusive thing, the averages only vary slightly.

In addition to overall job performance, broad measures of Conscientiousness have been shown to predict a number of other valued workplace behaviors, such as organizational citizenship 19, 20 and leadership 21

Emotional Intelligence.
https://disenchantedscholar.wordpress.com/2018/01/18/emotional-intelligence-eq-ei-studies/

as well as undesirable behaviors such as procrastination, 22 to name a few.

Conscientiousness is the best noncognitive predictor of performance across a wide variety of job types and work outcomes.”

NON COGNITIVE PREDICTOR OF PERFORMANCE.

Mr “Emotional Intelligence isn’t real”.

You have emotions. You have intelligence. You have an EI score, like it or not.

17 Hough, L. M., & Oswald, F. L. (2008). Personality testing and industrial-organizational
psychology: Reflections, progress, and prospects. Industrial and Organizational Psychology, 1, 272–290.
18 Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262–274. [doi: 10.1037/0033-2909.124.2.262]”

reference A

https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1754-9434.2008.00048.x

we framed the article as a series of 7 questions. These 7 questions deal with (1) personality and multidimensional models of performance, (2) personality taxonomies and the five‐factor model, (3) the effects of situations on personality–performance relationships, (4) the incremental validity of personality over cognitive ability, (5) the need to differentiate personality constructs from personality measures, (6) the concern with faking on personality tests, and (7) the use of personality tests in attempting to address adverse impact. We dovetail these questions with our perspectives and insights in the hope that this will stimulate further discussion with our readership.”

https://www.researchgate.net/publication/220014617_Personality_Testing_and_Industrial-Organizational_Psychology_Reflections_Progress_and_Prospects

reference B, 85 years of research

http://emilkirkegaard.dk/en/wp-content/uploads/Schmidt-and-Hunter-1998-Validity-and-Utility-Psychological-Bulletin.pdf

This article summarizes the practical and theoretical implications of 85 years of research in personnel selection. On the basis of meta-analytic findings, this article presents the validity of 19 selection procedures for predicting job performance and training performance and the validity of paired combinations of general mental ability (GMA) and Ihe 18 other selection procedures.

Overall, the 3 combinations with the highest multivariate validity and utility for job performance were GMA plus a work sample test (mean validity of .63), GMA plus an integrity test (mean validity of .65), and GMA plus a structured interview (mean validity of .63). A further advantage of the latter 2 combinations is that they can be used for both entry level selection and selection of experienced employees. The practical utility implications of these summary findings are substantial. The implications of these research findings for the development of theories of job performance are discussed.

And when you look for a genetic connection ‘cos genes, like hips, don’t lie.
https://www.sciencedirect.com/science/article/pii/S019188690500382X
“The heritability of conscientiousness facets and their relationship to IQ and academic achievement”

“Our findings confirmed positive associations between IQ and the facets of Competence and Dutifulness (ranging 0.11–0.27), with academic achievement showing correlations of 0.27 and 0.15 with these same facets and 0.15 with Deliberation. All conscientiousness facets were influenced by genes (broad sense heritabilities ranging 0.18–0.49) “

Whew, up to 50%!

The idea of a smart douchebag is a myth to keep them appeased, or at best, they’re only mildly above average (1-2SD), true genius can cooperate (and self-regulate) but idiots can’t perceive anyone above them.

Your IQ isn’t an excuse to be antisocial.

Link: The 8th grade exam, 1895

http://reactionarytimes.blogspot.co.uk/2017/06/the-one-room-school-house.html

I couldn’t pass this, I’ll be honest. And I read 19th century literature extensively, it isn’t the wording.
I’m not American though, so perhaps that’s an excuse?
The Victorian RT, the best proxy for true IQ, was higher than in modernity. Flynn effect is largely fake, excepting nutrition (especially iodine and later folic acid), a one-time boost of the mean, not the upper limit.

Largely it’s in avoiding toxins.

How many mothers know you’re not supposed to make up baby formula with fluoridated water?

Want social justice?

Stop grading kids on a curve. It shouldn’t matter what the person next to them did, either they know it or they don’t.
Quit using pop culture, especially rap, which is racist since blacks have an advantage. If they want to leave education early to pursue trades, let them. Do not allow the bright children to act as unofficial TAs unless they are getting paid. Discipline early and strictly. Exclude frequently. NPD thrives on attention. Bring in gifted programmes, blind-qualified, not appealing to the lowest common denom.
Test teacher IQ stringently. If IQ doesn’t count, neither should grades aka bring back Pass/Fail wherever possible since that’s clearly the ‘standard’.
No extra points for hobbies.
No marks for charity work, which is truly slave labour.
Teachers held accountable by students e.g. grading on-time.
Acknowledge the hierarchy of power, you are not friends, teachers must be mature, neutral role models i.e. no personal stories, no turning up drunk, political lecturing is fined.
Dumb teachers lead to dumb everyone.
The Victorian schoolmistresses (yes, women worked before they voted, America) used to have to learn particular skills, one that stuck out was the ability to draw a perfect circle in chalk on the board with one hand. How many tenured professors can do this?
Obviously, no obese teachers until they cut the chub. It’s a bad influence on the children, since they’re all Tabula Rasa, constantly lectured on how Not to be fat… by the fat.

Education is still the answer but most children shouldn’t be in it.

http://greyenlightenment.com/despite-indoctrination-a-college-degree-may-still-be-the-best-path-out-of-poverty/

Video: Corbyn lovers

This is the champion of the working-class party in the UK, our GE is tomorrow.

The people who hate IQ never want to ban grades, I said naively.
All grades are based on the psychological construct of ‘g’, better known as IQ.
The middle class introduce all these policies on purpose to reduce social mobility in the working class competition, to kick them and keep them down, to preserve their own position, their own privilege.

Why is Labour dead with the WWC?

The middle class cunts like this.

~mic drop~

https://www.alpfmedical.info/personality-disorders/inadequate-personality-disorder.html
The Inadequate Personality Disorder description in DSM-II included ineffectual responses to any physical, intellectual, social, or emotional demands placed on the individual. Despite the lack of any real physical or intellectual deficits, these patients appear poorly adapted to their environment, are inept, have poor judgment, are socially unstable, lack physical and emotional stamina, and chronically cannot cope with everyday stress and strain. Detailed, behaviorally specific criteria were not provided for any of the disorders in DSM-II.”

Meanwhile, I still have to explain the acronym of the very people they claim to represent and support.
THERE ARE WHITE PAPERS ON THIS. THEY HAVEN’T READ A SINGLE ONE.

“You can do anything” parenting and teaching is actively harmful

http://aeon.co/magazine/psychology/why-telling-kids-to-dream-big-is-a-big-con/

It comes down to IQ grade. IQ denialism, as it was suggested by Haidt, makes about as much sense now as New Earth Creationism in biology, there is simply so much evidence.

Grades are just proxies for IQ — which most parents are too dumb to conceive of.

IQ isn’t strictly a number, it’s a grouping with an error variance. The Binet IQ was intended for school application ONLY – to ascertain how the child’s learning process could be assisted by teachers at each stage (level of work compared to their chronological age), look at modern Sets for the truest application.

If you’re at the top grouping possible for a human, as an adult, A+/200+ High Genius or basic polymath, you have all the choices. And who doesn’t want options for their child (and by ego extension, a compliment to their own genetic material) but the further down the pyramid you go, the more restricted your future prospects. These are facts.

If you wanna be an astronaut, you’d better be making As and Bs. Just because you sat in the same classroom for decades doesn’t mean you’re equal in life quality potential or entitled to the same things as adults (public school kids and pronounced failures regardless of family fortune are the amusing example).

Telling children they all have equal potential may seem nice, and the Nurture Brigade of modern teaching insist it’s fair (if you are ignorant of their status yes, in case) and necessary (see former) – but it traumatizes the average and below-average children and sets them up for a lifetime of suffering, and probable mental illness (hark! Freud’s ghost laughing in the distance). Children blame themselves when they fail or something goes wrong. Fine if the changes needed are within their control… this is rarely the case here.  The self-esteem movement formed to prevent mental illness, theoretically as a shield against it, and now… many young people are popping pills.

This lie about potential doesn’t even sink in (because for this to apply, they are dumb) when they’re adults. Millennials are miserable. They see their age-peers succeed and assume (all else being equal) there is something they can do about it, and feel entitled (+) or wronged (-), that their own course isn’t going the same way (a few come up with lies i.e. their competition is cheating, or secretly evil).

n.b. IQ is computed by age, so child ones are unreliable although age 11/12 is highly correlated, it’s best to get retested as an adult and expect a small dive. Many supposed prodigies fail on this count because they were merely ahead of the curve at school (by external factors of socialisation, see Gladwell’s Outliers), and not genetically ahead (permanently ahead). Hence, prodigies seem to burn out, when in fact the fakes (harsh but true) merely crash into the wall of their genetic potential. Elements of the modern school system e.g. obedience to popular belief, lack of imagination and rote memory dependence also contribute to this false-flagging of intelligence, as it were, rewarding traits which are, in effect, the anti-genius. Lies on the other side of the IQ fence.

Dedication to studies at high school translates as success in life

study;

“High school grade point average (GPA) is a strong predictor of future earnings, a study concludes. The findings show that a one-point increase in high school GPA raises annual earnings in adulthood by around 12 percent for men and 14 percent for women. Although previous studies have found a relationship between higher levels of education and greater earnings, less is known about the association between academic performance in high school and income.”

How about time management? Memory retention and retrieval? Not procrastinating?